“They just don’t seem to really care, they just think it’s cool to sit there and talk”: laddism in university teaching-learning contexts

Jackson, Carolyn; Dempster, Steven; Pollard, Lucie

doi:10.1080/00131911.2014.910178

Cited by 38 publications

(32 citation statements)

References 28 publications

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“…However, the research extends this discussion by demonstrating how banter can also be implemented as a tool to challenge sexist ideas, with men utilising humour to reverse or question those insults that they thought problematic. Arguably by utilising the modes of interaction that are recognised and valued in the rugby setting, the men were able to reconstruct notions of masculinity and 'do' laddism in new ways through the familiar tool of banter (Jackson et al, 2014;Wheaton, 2000;West and Zimmerman, 1987).…”

Section: Men Utilising Banter To Challenge Sexismmentioning

confidence: 99%

“…During my observations and interviews I also witnessed performances of laddishness of a sort that has been problematized in recent writing on lad cultures (Jackson et al, 2014;Phipps and Young, 2013). An example of this was when banter was adopted to draw attention to the styling of one of the player's hair.…”

Section: Laddism and Sexism In The Rugby Settingmentioning

confidence: 99%

“…Within both the narratives of laddism and 'boys being boys', there is the underlying assumption that the behaviours and interactive practices associated with young men, including laddism and associated sexist ideologies, are temporary, and so laddism is understood to be tied up to particular moments of the life course (Walsh, 2010;Thompson, 2002;Middleton, 1992). Furthermore, writing which advocates laddism as specific to adolescence insinuates that 'being a lad' is something which you grow out of, an identity you discard as you progress through the lifecourse, when it is expected that you begin to 'know better' (Jackson et al, 2014;Gill, 2003). Within writing on laddism a clear theme emerges, that this form of behaviour is something which males overcome with time (Walsh, 2010;Thompson, 2002).…”

Section: Understanding the 'Lad'mentioning

confidence: 99%

“…Definitions and popular perceptions of lads places an emphasis upon youth, with laddish behaviours deemed to be synonymous with boyishness and a lack of discipline and maturity (Jackson, Dempster and Pollard, 2014;Gill, 2003;Kehily and Nayak, 1997). Within both the narratives of laddism and 'boys being boys', there is the underlying assumption that the behaviours and interactive practices associated with young men, including laddism and associated sexist ideologies, are temporary, and so laddism is understood to be tied up to particular moments of the life course (Walsh, 2010;Thompson, 2002;Middleton, 1992).…”

Section: Understanding the 'Lad'mentioning

confidence: 99%

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Moving beyond ideas of laddism: conceptualising ‘mischievous masculinities’ as a new way of understanding everyday sexism and gender relations

Nichols

2016

Journal of Gender Studies

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This article engages with current debates on 'lad cultures' by questioning how we understand the term in the specific context of everyday sexism and within groups of men varying in age. Further to this, using a feminist and critical masculinity studies perspective, the article will explore how men do not necessarily comprehend their behaviour within the framework of lad culture or within the continuum of sexual violence (Jackson, 2006;Wheaton, 2000). Through discussion of ethnographic and interview data collected over a year at a site historically associated with lad cultures, that of a Rugby Union club in Northern England, an alternative way of conceptualising masculinity and everyday sexism, 'mischievous masculinities', is proposed.Men in the research practiced what I term mischievous masculinities, whereby they implemented 'banter' to aid in both the construction and de-construction of sexist ideas within the rugby space. Performing mischievous masculinity enabled men of all ages to both engage in and simultaneously challenge everyday sexism in ways they understood to be 'innocent'. However, the continual framing of banter as 'just a laugh' demonstrated that this form of sexism can be construed as problematic, due, in part, to its subtlety, in relation to more overt and violent sexist practices. A key difference between the men in my research and previous theorising of 'lad culture' is the recurring theme amongst older participants that 'I should know better', demonstrating consciousness of the sexist and problematic connotations which could be drawn from this interaction. This notion of mischievous masculinities then, in the context of a life course perspective, can be seen to challenge more established notions of an unreflexive lad culture, thus affording a more nuanced understanding of everyday sexism amongst more diverse groups of men than currently exists, as well as allowing for men's agency in a specific site.

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Section: Men Utilising Banter To Challenge Sexismmentioning

confidence: 99%

Section: Laddism and Sexism In The Rugby Settingmentioning

confidence: 99%

Section: Understanding the 'Lad'mentioning

confidence: 99%

Section: Understanding the 'Lad'mentioning

confidence: 99%

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Moving beyond ideas of laddism: conceptualising ‘mischievous masculinities’ as a new way of understanding everyday sexism and gender relations

Nichols

2016

Journal of Gender Studies

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“…Similarly, Jackson et al (2015) identify a growing culture of 'laddism' at university, appearing in both social and educational contexts, illustrated, for example, by the widespread popularity of websites such as UniLad -a misogynist website that has featured rapesupportive articles. Jackson et al (2014) argue that laddism is strongly related to men and masculinity and, conversely, to misogynist and homophobic attitudes.…”

Section: Participant Roles In Cyberbullyingmentioning

confidence: 99%

Bullying at University: The Social and Legal Contexts of Cyberbullying Among University Students

Myers

Cowie

2017

Journal of Cross-Cultural Psychology

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractStudents within the university sector are 'digital natives'. Technology is not 'new' or 'alien' to them, but rather it is an accepted and normalised part of everyday life (Simmons et al., 2016).With this level of expertise and competence, we could assume that university students are relatively happy with their online relationships. However, in recent years there has been a growing realisation that, for some students at least, the online world is a very dangerous place.The age of the students is of key importance here too, as those in higher and further education are young adults, rather than children in need of parental support. From this perspective, the university as an institution has a duty of care to its students in their learning environment regardless of their age. In this article, we consider the social and cultural contexts which either promote or discourage cyberbullying among university students.Finally, the implications for policies, training and awareness-raising are discussed along with ideas for possible future research in this under researched area.

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An Examination of the Athena SWAN Initiatives in the UK: Critical Reflections

Tsouroufli

2019

Palgrave Studies in Gender and Education

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“They just don’t seem to really care, they just think it’s cool to sit there and talk”: laddism in university teaching-learning contexts

Cited by 38 publications

References 28 publications

Moving beyond ideas of laddism: conceptualising ‘mischievous masculinities’ as a new way of understanding everyday sexism and gender relations

Moving beyond ideas of laddism: conceptualising ‘mischievous masculinities’ as a new way of understanding everyday sexism and gender relations

Bullying at University: The Social and Legal Contexts of Cyberbullying Among University Students

An Examination of the Athena SWAN Initiatives in the UK: Critical Reflections

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